OUR CURRICULUM DESIGN

In order to design our curriculum, we began by identifying the key substantive and disciplinary concepts. Here is an example of one of our concept maps from the history curriculum. You will see that the substantive knowledge is mapped from Nursery through to Y6. We have also done the same model for disciplinary concepts too. This ensures clear, sequential and progressive learning for all year groups. It also enables teachers to make meaningful links and revisit prior learning to commit learning to long-term memory.

We have then used these concept documents to create a long-term plan for each subject. Again, these long-term plans have been designed to ensure that learning is sequential and progressive. Here is an example of the History and Geography long term plan.

We then have created units of work. Each of these units of work has a one-page overview which can be seen below.

Each of these documents has the following included:

• The link to the national curriculum objective. This ensures that all stakeholders can be confident that the National Curriculum is being delivered effectively in all year groups.
• Link to prior knowledge/ previous vocabulary. We know that learning is more meaningful when key concepts are revisited and learning is revisited. By ensuring this is referred to, we have a greater chance of learning being committed to long-term memory.
• Key Knowledge: This has been highlighted to ensure that all staff are aware of the key knowledge within the unit. The knowledge is colour coded blue and red to reflect substantive and disciplinary learning.
• Key Vocabulary: This is highlighted to ensure that throughout the unit, vocabulary is promoted and children can continue to refer to previous vocabulary learned. The key vocabulary list also features on the children’s knowledge organisers.
• End point of unit: Each of our units of work is designed to provide children with a rich and broad learning experience but we have selected the key learning that the children will be assessed against.

Here is an example of our lesson plans for a Y4 geography unit. It clearly outlines the enquiry question for the unit. One of the unique elements of our curriculum is our ‘teacher in role’ slot. Each lesson begins with this and it helps our pupils immerse themselves in their learning. We have now harnessed the use of AI to help enhance our teacher in role. The level of detail in the plans ensure that teachers are well equipped and prepared for their teaching enhancing the pupils’ experiences. Teaching is of a consistently high standard as a result of these lesson plans.

At the end of the unit, pupils have the opportunity to demonstrate their learning through end-of-unit assessments as seen below.

We recognise the importance of children making connections with prior learning and so we have created Review, Revisit and Remember power points. These are designed to help pupils make meaningful links across the curriculum and commit their learning to long-term memory. Here is an example of some slides from a Y2 geography unit.

Each unit has a knowledge organiser designed to be used in lessons with pupils. It details the key learning from the unit, key vocabulary and other helpful information. Teacher use these organisers to continually revisit learning.

If you have any further questions about the LUNAR curriculum, please contact the Headteacher at individual schools.